CLASS 2nde Academic Year 2018 - 2019

UNIT 1: PEOPLE
LESSON 1: READING COMPREHENSION
TITLE: Muhammad Ali: “Don’t count the days, make the days count”
DURATION: 55 minutes
TEXT

MUHAMMAD ALI: “DON’T COUNT THE DAYS, MAKE THE DAYS COUNT”

“I am the greatest!” was the catchphrase of the son of a Kentucky sign painter who took up boxing to
defend himself after bullies stole his bicycle. Born Cassius Marcellus Clay Junior, he was soon known as
the Louisville Lip Champion after winning a light-heavyweight gold medal at the 1960 Summer Olympics
in Rome. Ali won his first 19 fights after turning professional in October 1960, and stunned the boxing
5 world by knocking out Sonny Liston to take the world heavyweight championship in 1964. He taunted
Liston in the run up to the match and called him an “old, ugly bear” to his face. To promote himself, Ali
penned his verse:

“This brash, young boxer is something to see,

And the heavyweight championship is his destiny;
10 This kid fights great; he’s got speed and endurance.
But if you sign to fight him, increase your insurance.

The year before he fought Sonny Liston, Cassius Clay had joined the Nation of Islam, an organisation also
known as the Black Muslims. After joining the Nation of Islam, he announced that he had changed his
name to Muhammad Ali. Using a duck-and-weave style, that he called “Float like a butterfly, sting like a
15 bee technique,” he was graceful yet ferocious in the ring. Outside the ring, he kept the crowds and
reporters entertained and laughing with him.

Muhammad Ali triumphed in 56 of the 61 professional bouts that he fought during his career. In his last
two bouts he had begun to show signs of Parkinson’s disease. Muhammad Ali was a dominating Olympic
and professional boxer that Sport illustrated magazine named him sportsman of the twentieth century
20 in 1999. It is the former world heavyweight boxing champion’s zest for life, his stand on principle, and
his generosity outside the ring that has earned him a place as one of America’s best loved sports
personality of all time.

Adapted from VOA (http:/www.voanews.com)

1
CLASS 2nde Academic Year 2018 - 2019

UNIT 1: PEOPLE
LESSON 1: READING COMPREHENSION
TITLE: Muhammad Ali: “Don’t count the days, make the days count”
DURATION: 55 minutes
WORKSHEET

ACTIVITY 1: (SKIMMING) Read the text quickly and tick (√) the best ending for this statement:

The text is about:

1. Muhammad Ali , the story of a painter.
2. Muhammad Ali’s fight against Sony Liston.
3. Muhammad Ali, the life of famous world champion.

ACTIVITY 2: (VOCABULARY) Read the text again and find out the words corresponding to the
meanings in the table. N°1 is an example.

N° MEANINGS WORDS IN THE TEXT

1 Signature phrase or words (line 1)
2 Persons who are cruel to others (line 2)
3 surprised or upset (line 4)
4 Aggressively mocked or made fun of (line 5)
5 Arrogant , behaving with assurance (line 8)
6 Moving quickly, changing direction (line 14)
7 Marked by extreme and violent energy (line 15)
8 Boxing matches (line 17)
9 Enthusiasm, keen enjoyment (line 20)
.............catchphrase..............
...........................................
...........................................
………………………………………………………
...........................................
...........................................
...........................................
...........................................
...........................................

ACTIVITY 3: (COMPREHENSION) Read the text again and say if each of the following statements is
true or false. Justify your choice by indicating the lines. N°1 is an example.

1. Ali’s father was the son of a top engineer. ........False – line 1.......
2. Ali became a boxer to defend himself against his violent father. ................................
3. He became a professional boxer before 1960. ................................
4. He changed his name after joining the Black Muslims movement. ...............................
5. Ali was a joyful and friendly person when he was outside the ring. ..............................
6. He began to show signs of Parkinson’s disease after his last fight. ...............................
7. Americans never appreciated Ali because of his arrogance. ..............................

ACTIVITY 4: (PRODUCTION) For your English club magazine, write about the most appreciated
sports personality in your country. (12 – 15 lines)

Mention his/her:

- popularity;
- qualities as a good sportsperson;
- success or performance in sports;
- human quality and influence;
- etc.

2
CLASS : Lower Sixth Academic Year 2018 – 2019
UNIT 1: TRAVEL AND WORLD TOURISM
LESSON 3: COMMUNICATION
TITLE: Relative pronouns.
DURATION: 55 minutes

ACTIVITY 1: Find out the other relative pronouns according to the word it refers to. Ex: 1-who

Words refered to Relative pronouns

1-Refers to a person who

2-Refers to an object or thing …………………………..
3-Refers to a place ……………………………
4-Refers to a possession …………………………….
5-Refers to a time …………………………….
6-Refers to a person following a verb with preposition …………………………….
7-Refers to a person but also a person but with restriction. …………………………….

ACTIVITY 2: Use the correct pronoun to connect or join the sentences below. One has been done
as an example. Ex: 1- John is a teacher who teaches in Plateau.

1- John is a teacher. John teaches in Plateau

2- Abidjan is a capital. Foreigners make a halt in Abidjan.
3- Christmas is a special moment. Families gather to celebrate at Christmas.
4- Milou is a dog. Milou is appreciated in comics.
5- This is George. George’s daughter is very intelligent
6- Sam is a deaf boy. People talk loudly to Sam.
7- I like the vase. The vase is over there.

ACTIVITY 3: Complete the sentences below with the correct relative pronoun. Example 1: whose

1. This is the girl ……………………………..car had broken down in front of the shop.
2. Mr Richards,…………………………………………….is a taxi driver, lives on the corner.
3. I live in a house in Norwich …………………………………………………..is in East Anglia.
4. This is the girl……………………………………………………………………..comes from Spain.
5. That's Peter, the boy……………………………………….has just arrived at the airport.
6. Thank you very much for your e-mail…………………………….was very interesting.
7. The man,……………….……………………….father is a professor, forgot his umbrella.
8. The children…………………………….shouted in the street are not from our school.
9. The car,……………………………………………….driver is a young man, is from Ireland.
10. What did you do with the money………………………………..your mother lent you?

ACTIVITY 4 : Homework Complete this letter with the right relative pronoun .

Dear Sheila,
In your last letter, you asked me to tell you about all the things I did during my summer
vacation. We went to Vancouver (1)…..I have some old friends (2)….I haven't seen for about three
years. My friend Tim, (3)……mother I wrote about in my last letter to you, came with me and we had
a great time. We flew into Vancouver on Monday 24th, (4)……..was also my birthday.The first thing
we did was to visit the wonderful aquarium in the city center (5)……. there are three killer whales
and a whole crowd of seals, penguins and dolphins. We arrived in the late afternoon (6)…………..all
the animals are fed so it was wonderful to see the dolphins leaping out of the water to get the fish
(7)……… they love to eat so much.

3
Adverbs ( modifies the verb or gives us more information about a verb) provide a deeper description
of a verb within any sentence.

Example: she is singing a song

She is singing the song loudly : the adverb ‘loudly’ in the second sentence modifies the verb ‘sing’ by
giving us more information about how the action is done.it is loudly.

There are five basic types of adverbs in the English language, namely that of Manner, Time, Place,
Frequency, and Degree.

Adverbs of Time

An adverb of time provides more information about when a verb takes place. Adverbs of time are
usually placed at the beginning or end of a sentence. When it is of particular importance to express
the moment something happened we’ll put it at the start of a sentence.

Examples of adverbs of time: never, lately, just, always, recently, during, yet, soon, sometimes,
usually, so far

 So far, we have found twelve grammar mistakes.

 I haven’t been going to the gym lately.

 We recently bought a new car.

Adverbs of Place

Adverbs of place illustrate where the verb is happening. It’s usually placed after the main verb or
object, or at the end of the sentence.

Examples of adverbs of place: here, there, nowhere, everywhere, out, in, above, below, inside,
outside, into

 We went into the cave, and there were bats everywhere!

 One day when my dad wasn’t paying attention to where he was going, he walked into a wall.

 There aren’t any Pokémon here, let’s look somewhere else.

Adverbs of Manner

Adverbs of manner provide more information about how a verb is done. Adverbs of manner are
probably the most common of all adverbs. They’re easy to spot too. Most of them will end in –ly.

Examples of adverbs of manner: neatly, slowly, quickly, sadly, calmly, politely, loudly, kindly,
lazily

 The young soldier folded his clothes neatly in a pile at the end of his bunk.

 I politely opened the door for my grandmother as she stepped out of the car.

 A fat orange and white cat rested lazily on the sofa.

Adverbs of Degree

Adverbs of degree explain the level or intensity of a verb, adjective, or even another adverb.

4
Example of adverbs of degree: almost, quite, nearly, too, enough, just, hardly, simply, so

 Can I come to the movies too?

 Aren’t you hungry? You’ve hardly touched your dinner.

 I’m so excited to see the new James Bond movie!

Adverbs of Frequency

Adverbs of frequency explain how often the verb occurs. They’re often placed directly before the
main verb of a sentence.

Examples of adverbs of frequency: never, always, rarely, sometimes, normally, seldom, usually,
again

 I rarely eat fast food these days.

 Tom usually takes his dog for a walk before breakfast.

 They always go to the same restaurant every Friday.

PLACES OF ADVERBS

we never put an adverb between the verb and the object.

correct: → We often play handball.

incorrect: → We play often handball.

Adverbs of frequency are put directly before the main verb. If 'be' is the main verb and there is no
auxiliary verb, adverbs of frequency are put behind 'be'. Is there an auxiliary verb, however, adverbs
of frequency are put before 'be'.

subject auxiliary/be adverb main verb object, place or time

I often go swimming in the evenings.

He doesn't always play tennis.

We are usually here in summer.

I have never been abroad.

5
CLASS 2nde Academic Year 2018 - 2019
UNIT 1: PEOPLE
LESSON 2: VOCABULARY
TITLE: Antonyms/opposites
DURATION: 55 minutes

ACTIVITY 1: [OPPOSITE BY ADDING A PREFIX] Add “in”, “im”, “un” or “dis” to the following
adjectives to form their opposites.

........uncertain ........comfortable ........healthy ........pleasant ........curable

........capable ........selfish ........orderly ........respectful ........common
........honest ........visible ........correct ........conscious ........truthful
........complete ........possible ........movable ........secure ........sufficient

ACTIVITY 2: Complete the definition with the corresponding opposite you have formed above.

1. A person who frequently tells lies is .......untruthful.........

2. A salary that is not enough to live on is ............................
3. Something which cannot be seen is ............................
4. A person who considers other people’s interests is ............................
5. A pack of cards from which some cards are missing is ............................
6. Students who do not consider their teachers are ............................
7. A disease that has no treatment is ............................
8. Results in which there are mistakes are ............................

ACTIVITY 3: [OPPOSITE WITH A DIFFERENT WORD] Match the words in column A with their opposites
in column B.

A B Answers
1. back a. never 1 ...h...
2. bitter b. good 2........
3. always c. wide 3........
4. better d. sweet 4........
5. bad e. more 5........
6. less f. sad 6........
7. narrow g. worse 7........
8. happy h. front 8........

ACTIVITY 4: Complete each sentence with the opposite of the underlined word. Choose from the
box.

missing – difficult – buy – poor – safe – dirty – wrong – noisy – hot – short - light

1. Uncle Salif will sell his old car and .............. a new one.
2. He tied the .............. length of cord to the long one.
3. The children were quiet in school but very ............... outside.
4. Ten years ago he was .............. . Now he is very rich.
5. That exercise was easy but this one is ..............
6. This is the cold tap and that is the ............... one.
7. Your face is clean but your hands are ................
8. Twenty pupils were present and only one pupil was ...............
9. This road is dangerous but that one is ...............
10. The answer is either right or .................

6
CLASS 2nde Academic Year 2018 - 2019
UNIT 1: PEOPLE
LESSON 3: COMMUNICATION
TITLE: Expressing degree, manner, place and time.
DURATION: 55 minutes

ACTIVITY 1: Study this list of adverbs and put each of them in the right column.
Seriously - hard – slowly - in Plateau - whenever you want – completely- easily - incredibly
-at the moment -happily -highly -badly -in the streets.
Degree Manner Place Time
……………………………………… ……………………………………… ……………………………………… ………………………………………
……………………………………… ……………………………………… ……………………………………… ………………………………………
……………………………………… ……………………………………… ……………………………………… ………………………………………
……………………………………… ……………………………………… ……………………………………… ………………………………………

ACTIVITY 2: Rewrite these sentences putting the words in brackets in the right order.
Example:
Kofi drove (last night/slowly/in Yopougon /incredibly).
Kofi drove incredibly slowly in Yopougon last night.

1/ We made a decision (recently / in our office).

................................................................................................................
2/This student didn’t come (this month /to school).
................................................................................................................
3/ We celebrated our victory (in Accra /after the match /proudly).
................................................................................................................
4/Amy walks (on her way to school/when she’s late /quickly).
................................................................................................................
5/ My girlfriend enjoyed the ceremony (in Marcory /greatly /yesterday).
................................................................................................................
6/ Martina accepted the situation (in her bedroom /last week /calmly / surprisingly).
................................................................................................................

ACTIVITY 3: Put the following groups of words in the right order to make meaningful sentences.
Example: has /This student /seldom /this month /come to school /
This student has seldom come to school this month.

1/ She has /since she came /never /in my house /cooked yams.
................................................................................................................
2/ My children / when I was sleeping / closed the door /quietly.
................................................................................................................
3/ frequently / She has / to Canada /been / since April.
................................................................................................................
4/ We / found the answers/ regularly/ to his questions / in class.
................................................................................................................
5/ surprisingly / defeated us / They / easily / two days ago
................................................................................................................

7
CLASS 2nde Academic Year 2018 - 2019
UNIT 1: PEOPLE
LESSON 4: COMMUNICATION
TITLE: Using gerunds and infinitives
DURATION: 55 minutes

Activity 1 : Study the table and put the verbs in brackets into the gerund or the infinitive.

VERBS FOLLOWED BY GERUND

Examples:
admit – allow – avoid – dislike – fear – - My kids dislike (eat) ……………….. carrots.
omit – prevent – support - understand - Students must avoid (cheat)………………………….
- He admitted (illtreat)………………………. his wife.
VERBS FOLLOWED BY INFINITIVE
agree – choose – decide – neglect – Examples:
promise - refuse - seem – would like – - We decided (go)………………………. after the meeting.
want - Don’t neglect (take)………………………. care of your kids.
- I promise (give) ………………………. you good grades.
VERBS FOLLOWED BY GERUND OR INFINITIVE WITH LITTLE TO NO CHANGE IN MEANING
Examples:
begin – continue – love – like – prefer - I like (play) …………………… football. = I like (play)
– propose - start …………………… football.
- They started (walk)……………………… at noon. = They
started (walk)……………………… at noon.
VERBS FOLLOWED BY GERUND OR INFINITIVE WITH A CHANGE IN MEANING
forget [With gerund] I forgot (meet)…………………… him.
= (I don’t have the memory of meeting him)
[With infinitive] I forgot (meet)………………………. him.
= (I didn’t meet him because I forgot to do it)
quit [With gerund] She quit (work)…………………………. here.
= (She does not work here anymore.)
[With infinitive] She quit (work)……………………….. here.
= (She quit another job in order to work here.)
stop [With gerund] He stopped (call)…………………… his sister.
= He interrupted the action of calling his sister.)
[With infinitive] He stopped (call)………………… his sister.
= (He interrupted another action in order to call her.

Activity 2 : Put the verbs in brackets into the gerund or the infinitive.

Some days ago, we organised a party. I proposed (1.bring)……………………… some fruit juice and a few
beers. But as my friends dislike (2. drink)………………………… beer, we chose (3. buy)…………………. fruit
juice only. I did not allow my sister Sonia (4. taste)……………………… the fruit juice because of diabetes.
I wanted (5. avoid)……………………….………………… any increase of sugar in her blood. People must avoid
(6. consume)…………………………………………. too much soda. Luckily, instead of fruit juice, Sonia agreed
(7. drink)………………………. mineral water. My brother Alex preferred (8. drink)…………………………. water
too. He said that when he stopped (9. drink)…………………………. alcohol, he promised (10. stop)
……………………… the consumption of fruit juice. He has forgotten (11. drink)……………………. fruit juice or
alcohol in the last three years.

8
CLASS 2nde Academic Year 2018 - 2019
UNIT 1: PEOPLE
LESSON 5: WRITING
TITLE: Describing a celebrity
DURATION: 55 minutes

Activity 1: Read the text about Muhammad Ali. Mention the numbers of the paragraphs in which
the following pieces of information about Muhammad Ali can be found.

Name
Parents’ name, job, etc.
Place and date of birth Paragraph 1
Career (most outstanding stages)
Performance or achievements (most famous ones)
Traits of character (generosity, sociability, cheerfulness, etc.)
End of career or life (in case they ended)

Activity 1: In groups, describe an Ivorian celebrity in sports, music or arts, mentioning the pieces
of information in the table above. Write on the following lines.

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

9
 CLASS 2nde Academic Year 2018 - 2019
UNIT 2: HEALTH AND LIFESTYLE
LESSON 1: READING COMPREHENSION
TITLE: Portable Music Players Linked to Hearing Loss
DURATION: 55 minutes
TEXT
PORTABLE MUSIC PLAYERS LINKED TO HEARING LOSS

Electronic devices are changing the way people listen to music. But studies show the devices
may be causing hearing loss in many people. Some experts say people may be playing them
too loud and for too long.

Researchers from Zogby International did a study for the American Speech-Language-Hearing
5 Association. It involved three hundred high school students and one thousand adults. They
were asked about their use of portable music devices. Some of the most popular are Apple
Computer's iPod, C.D. players and portable laptop computers.

The study found that more than half of the students and less than forty percent of the adults
had at least one kind of hearing loss. Some reported difficulty hearing parts of a discussion
10 between two people. Others said they had to raise volume controls on a television or radio
to hear it better. And, some experienced ringing in their ears or other noises.

Hearing experts say part of the problem is the listening equipment people are using. They say
large earphones that cover the whole ear are probably safer than the smaller earbuds that
come with most music players. Earbuds are thought to be less effective than earphones in
15 blocking out foreign noises.

Hearing loss may not be apparent for years. But once it happens, it is permanent. About
thirty million Americans have some hearing loss. One third of them lost their hearing as a
result of loud noises.

Experts at the Mayo Clinic in Minnesota say any sound above ninety decibels for long periods
20 may cause some hearing loss. But most portable music players can produce sounds up to one
hundred twenty decibels.

The American Speech-Language-Hearing Association is working with manufacturers and

government officials on setting rules for use of portable music devices. The group says the
best way to protect your hearing is to reduce the volume, limit listening time and using
25 earphones that block out foreign noises.

Written by Cynthia Kirk.

10
CLASS 2nde Academic Year 2018 - 2019
UNIT 2: HEALTH AND LIFESTYLE
LESSON 1: READING COMPREHENSION
TITLE: Portable Music Players Linked to Hearing Loss
DURATION: 55 minutes
WORKSHEET

ACTIVITY 1: (SKIMMING) Read the text quickly and choose the best ending for this statement:

The text is about:

1. Various advantages of portable music players.
2. Health problems caused by portable music players.
3. Some efficient ways to use portable music players.

ACTIVITY 2: (VOCABULARY) Read the text again and match the words from the text in column A
with their meanings in column B. N°1 is an example.

A B C
1- Devices (line 1) a. Increase, augment 1–d
2- Loss (line 2) b. Stopping 2-
3- Involved (line 5) c. External 3-
4- Raise (line 10) d. Gadgets or machines 4-
5- Earbuds (line 13) e. implicated, concerned 5-
6- Blocking out (line 15) f. Small earphones 6-
7- Foreign (line 15) g. Sound intensity units 7-
8- Decibels (line 19) h. Defeat, damage 8-

ACTIVITY 3: (COMPREHENSION) Read the text again and complete the following table.

Problem caused by portable music players …………..Hearing loss……………….

Reasons according to experts

Most popular portable music players

Effect of radio and television high volume

Kind of earphones that are safer

Number of Americans having some hearing loss

Sound units produced by portable music players

3 ways to protect one’s hearing

ACTIVITY 4: (PRODUCTION) In groups of four (4), write down the advice that you can give to one
of your friends who usually uses earbuds to listen to music.

11
CLASS 2nde Academic Year 2018 - 2019
UNIT 2: HEALTH AND LIFESTYLE
LESSON 2: VOCABULARY
TITLE: Words and expressions related to Health
DURATION: 55 minutes

ACTIVITY 1: With your partner, ask and answer questions about the people below mentioning the
part of the body for each person.
Examples: Question: What’s wrong with Paul? or What’s the matter with Paul?
Answer: He’s hurt his shoulder. or He’s got a pain in his shoulder.
Julie (finger) ………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………..
Issa (foot) ………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………..
Awa (hand) ………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………..
Ibrahim (leg) ………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………..

ACTIVITY 2: Which person suffers from each of these problems? Make complete sentences following
the example. [rheumatism – insomnia – indigestion – depression – a head injury – a heart condition]

……..She suffers from depression……….. …………………………………………………………………….

………………………………………………………………… ………………………………………………………………………

…………………………………………………………………. ……………………………………………………………………..

ACTIVITY 3: Read this conversation. Decide which of the following words goes in each gap and
write it in the gap. N°1 is an example.
injury – matter – pain – suffer – headache – ache – allergy – wrong – condition – treatment – heart

PATIENT: I feel really ill.

DOCTOR: Not again! What exactly is the (1)…matter…?
PATIENT: I don’t know. I have an (2)………………… in my joints. I have an old leg (3) ……………………….
DOCTOR: You’ve been receiving (4) …………………………….. for that, haven’t you?
PATIENT: Yes, but it’s worse now. I’m sure I’ve (5) …………………………. my back too.
DOCTOR: Oh – I’ve dropped my pen … (Patient bends down and picks it up.)
DOCTOR: Thank you. I see there is nothing (6)…………………. with your back after all.
PATIENT: Well, I (7)……………………… from insomnia. I hardly get any sleep at nights. I can hear my
heart beating all the time. I’m sure I have a heart (8)………………………..
DOCTOR: Let me listen to it. No, it seems all right to me. Oh!
PATIENT: Are you in (9)……………………, doctor?
DOCTOR: Yes, I have a dreadful (10)……………………….. . It must be an (11)……………………. . I get it
every time I see you.

12
CLASS 2nde Academic Year 2018 - 2019
UNIT 2: HEALTH AND LIFESTYLE
LESSON 3: VOCABULARY
TITLE: Collocations: Words that go with MAKE and DO
DURATION: 55 minutes

ACTIVITY 1: Read this passage. List the 7 phrases with make and do.

Abu was determined to pass his exam. He had made a promise to his father. At home his little brothers
made too much noise. To do his homework he had to go out to work with his friends. They began doing
mathematics and literature. When his teachers asked him what job he would like to do after his studies,
he would smile and say calmly:’’ I’ll make a decision later on. Oh! Perhaps my father will make an
offer.’ On the examination day he did so well that he was placed first out of the seven candidates who
passed.

1......made a promise...... 2............................................ 3........................................ 4............................................

5.......................................... 6......................................... 7....................................... 8………………………………………..

ACTIVITY2: Look at the pictures carefully then tell your neighbours what these people are doing,
using either make or do. Work as in the example. Work individually first then compare your
answers with your neighbour’s. N°1 is an example.

1 2 3 4

5 6 7 8

1) They are ………doing………business. 5) The maid is………………………...the housework.

2) They are going to..................a cake. 6) The mayor is....................a speech.
3) The athlete is.....................an effort 7) The boy is........................the washing up.
4) This pupil is………………........his homework. 8) My aunt is.........................the shopping.

ACTIVITY 3: Fill the gaps using make or do in their correct forms.

1/Who is ………......................................................the rice this evening?

2/....................................sure you’ve locked the door before going to school.
3/They are not the same, you should..................................………the difference.
4/I always...................................................………my instructions clear.
5/Why didn’t you ……………………….................................…….another suggestion.
6/Wait for me, I have to ……………………….........…...........................a phone call.

13
CLASS 2nde Academic Year 2018 - 2019
UNIT 2: HEALTH AND LIFESTYLE
LESSON 4: GRAMMAR
TITLE: Present perfect, past simple and past continuous
DURATION: 55 minutes

ACTIVITY 1: Study the table below and fill the blanks.

PRESENT PERFECT
EXAMPLES: RULE:
1/ We have learnt English for 4 years now. Aff: have/ ........ + verb in ........ participle
2/ She ............ not seen her husband since April. Neg: have/........ + ....... + verb in ...........
3/ .............. you ever been to London? participle
Interro: have/........ + ................ + verb in
.............. participle
PAST SIMPLE
EXAMPLES: RULE:
1/ They studied French an hour ago. Aff: verb+......
2/ He .......... not eat last night. Neg: ....... +........+ base form of ........
3/ .......... the teacher punish her yesterday? Interro: ........+ subject + base form of ...........

PAST CONTINUOUS
EXAMPLES: RULE:
1/ She was cooking when I came. Aff: was/.......... + verb+........
2/ They ............ not listening to the teacher. Neg: was/.......... + ........ + verb+........
3/ What ......... he doing at that time? Interro: was/........... + subject + verb+.......

ACTIVITY 2: Put the verbs in brackets into the tense indicated in front of each sentence.

1. My sister (not wash) ...did not wash... her baby. (past simple)
2. I (see) ........................ this man only once. (present perfect)
3. The teacher (not speak) ............................... aloud. (past continuous)
4. ………… he (write) ............................ the letter? (PS)
5. What …………… he (do) .............................? (PC)
6. I (not forget) .................................. my sister’s birthday. (PS)
7. Why ………………. you (abandon) .............................. her? (PP)
8. They (watch) ..................................... TV when I came. (PC)
9. ………………… Steven (visit) .......................... his grandparents? (PP)

ACTIVITY 3: Put the verbs in brackets into the appropriate tense and form.

Marthe is a very good tennis player. She (play) 1............................ tennis since she (be)
2.......................... 14 years old. In 2010, she (join) 3.......................... the Cocody Tennis Club.
She (win) 4.......................... the Tropicana Championship when she (play) 5............................
with CTC. She (leave) 6......................... CTC three years ago for the Jacaranda Club where she
(play) 7.............................. ever since. She has a powerful service and this season she (make)
8................................. it even more deadly. Marthe is a popular national figure and (become)
9................................ a model for other girls to follow.

14
CLASS 2nde Academic Year 2018 - 2019
UNIT 2: HEALTH AND LIFESTYLE
LESSON 5: WRITING
TITLE: Informal letter: A letter to a penfriend
DURATION: 55 minutes

FORMAT OF A LETTER TO A FRIEND

Your penfriend who lives in the USA likes using earbuds to listen to music. Write him/her a
letter to tell him/her about the risks of this kind of habit and how he/she can avoid them.
- Refer to the text you have studied: What kind of devices can cause hearing problems,
which ones are safer, how to listen to music protecting one’s hearing, etc.
- Follow the format above (12 – 15 lines)

15
 USED TO – BE/GET USED TO
1. ‘used to + infinitive’

We use ‘used to’ to talk about things that happened in the past – actions or states – that no longer happen now.

Examples

She used to be a long distance runner when she was younger.

I used to eat meat but I became a vegetarian 5 years ago.

 The negative is ‘didn’t use to’ and questions are formed with ‘Did you use to …?’

2. ‘be used to’

If you are used to something, you are accustomed to it – you don’t find it unusual.

Examples

I found Slovak food very strange at first but I’m used to it now.

He’s not used to the weather here yet. He’s finding it very cold.

He wasn’t used to the heat and he caught sunstroke.

3. ‘get used to’

If you get used to something or you are getting used to something you are becoming accustomed to it – it was
strange, now it’s not so strange.

Examples

I’m getting used to driving on the right.

I can’t get used to getting up so early. I’m tired all the time.

You might find it strange at first but you’ll soon get used to it.

 Both ‘be used to’ and ‘get used to’ are followed by a noun (or pronoun) or the gerund – the ‘ing’ form of
a verb. ‘Be/get used to’ can be used with past, present and future tenses.

16
CLASS: 2nde Academic Year 2018 - 2019
UNIT 3: TECHNOLOGY
LESSON 3: VOCABULARY
TITLE: COMPUTER PARTS AND USES

Activity 1: Look at the pictures labeled A – G and match with the right computer uses listed below.
Do it orally following this model.
editing; entertainment; solving crime; designing; navigation; manufacturing; education

A-A computer can be used for manufacturing.

B-……………………………C…………………………………D………..................E…………………..…………
F-…………………….………G………………………………….

Activity 2: Choose one of these words or phrases to complete the caption for each of the pictures:
calculates–design – information – learn – edit – playing-robot.

1-A computer tells the…………………robot……………where to do the job.

2-The police ask their computer for…………………….……………………….about any vehicle.
3-A computer …………………………………….the right direction and speed for the aircraft.
4-A computer helps pupils…………………………………………………………………………………………..
5-People who …………………………….buildings and machines sometimes use computers.
6-Computers can be given instructions for………………………………………………………games.
7-Computers or word processors make it easier to ……………………………….a text before it is printed.

Activity 3: Match the computer parts in the picture above with their uses. (f) is an example.

Desktop computer system

a)………………… is a small device used to point to and select items on your computer screen.
b)………………………………….is used mainly for typing text into your computer.
c)……………………………….is used to display information in visual form, using text and graphics.
d)……………………………………………… is used to print texts and pictures.
e) To link your computers with others’ through the Internet, you need a…………………….…
f) ………..Speakers…………are used to play sound.

17
CLASS: 2nde Academic Year 2018 - 2019

UNIT 3: TECHNOLOGY
LESSON 4: GRAMMAR
TITLE: Present perfect with Just, Already and Yet

Rewrite the sentences adding (Already / Just / Yet)

1. I have eaten sushi before. (already)

______________________________________________________
2. She hasn’t visited Germany. (yet)
______________________________________________________
3. They have seen this movie. (already)
______________________________________________________
4. We have met your teacher. (just)
______________________________________________________
5. My brother hasn’t started school. (yet)
______________________________________________________
6. Daniel hasn’t fixed the broken pipe. (yet)
______________________________________________________
7. We haven’t participated in any internship programs. (yet)
______________________________________________________
8. My daughter has lost her purse. (just)
______________________________________________________
9. He has finished his assignment. (already)
______________________________________________________
10. Your son has broken his arm. (just)

18
CLASS: 2nde Academic Year 2018 - 2019

UNIT 4: LOOKING FORWARD

LESSON 3: READING COMPREHENSION

Activity 1: Read the text and choose the appropriate ending for the following statement: The text
is about:
1. issues that humanity will have to tackle in future.
2. current problems which need immediate solutions.
3. past economic difficulties that have been successfully solved.

Activity 2: Read the text again and find out the words whose meanings are written below. Example:
1- feed

1. give food to (L1)

2. renewable; lasting a long period (L3)
3. Present (L8)
4. Aggravating, making worse (L9)
5. Trouble, confusion (L11)
6. Having no profession (L14)
7. Long periods without rainfall (L17)
8. Become worse (L20)

Activity 3: Complete the table below with information from the text.

Number of people in the world by 2050

17
First sectors to be developed
Exacerbate inequalities
Number of jobs lost since 2008
500 million
Impacts of climate change

Activity 4: With your partner, mention a problem due to climate change that you notice today and
propose solutions to tackle it.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................

19
CLASS: 2nde Academic Year 2018 - 2019

UNIT 4: LOOKING FORWARD

LESSON 4: GRAMMAR
TITLE: EXPRESSING CONDITIONS

ACTIVITY 1: Study each of the sentences below and complete the structure patterns to understand
how conditional sentences are formed.

TYPES OF CONDITIONAL CONDITIONAL CLAUSE MAIN (RESULT) CLAUSE

Type1: likely situation If it rains today, I will be very pleased
Rule If+.................................... ..................................with will.
Type 3: unlikely If it rained at his time of year, I would be very surprised
situation
Rule If+.................................... .....................+base form of verb

ACTIVITY 2: Consider the conditional or result clause in the sentences to provide the correct form
of the verbs in brackets.

1-If Mary …………..............................…..the truth, they will stay with her. (To tell)
2-She …….......…………………..........…………… with me, If I didn’t have money. (Not to live)
3-If I …………….............................…………you, I would change my behaviour. (To be)
4-If my students work hard, they ………………....................……… in their exam. (To succeed)
5-If driving fast ………………………............... dangerous, then I would be the fastest driver. (Not to be)
6-Ben ……………….................…………his exercises, if he knew the teacher would check. (To do)

ACTIVITY 3: Imagine you find yourself in the following situations. Tell your neighbour about your
possible reactions.

Find an important sum of money in a street/ be HIV infected/ Passed my exam/ See a child crying in
the streets/ today was my birthday/ I had won millions of dollars at the lottery.
1)......................................................................................................
......................................................................................................
2)......................................................................................................
......................................................................................................
3)......................................................................................................
......................................................................................................
4)......................................................................................................
......................................................................................................
5)......................................................................................................
......................................................................................................

20
 Academic Year 2018 - 2019
CLASS: 2nde
UNIT 5: GENDER AND EDUCATION
LESSON 4: Communication: Expressing obligation

Activity 1: Contrast the two sentences below then complete the patterns for expressing obligation
in the table below. Use must, should, reason, otherwise or weak.

1- I must / have to buy a textbook; otherwise I will do badly at school.

2- I ought to / should have a textbook, but I have no money for it.

Word/phrase Obligation Can be followed

Have to
1.................... strong 3.......................and bad result if action
done or not done.
Ought to but and 4.................... for not acting.
2.................... 3..................

Activity 2: Combine part A of the sentences below with either B or C to express weak or strong
obligation using ought to ...but or have to...otherwise where appropriate. Follow the example.

1-A I.......finish this essay now. B I am too tired. C I will get no marks.

2-A I.......train every day. B I don’t have time. C I won’t win the race.
3-A I ......mend this roof. B It will leak. C I can’t because I hurt my hand.
4-A We .....leave those mangoes B we will get stomach C we had better pick them now
until they are ripe. ache. or thieves will steal them.

1-
A-B ....... I ought to finish this essay but I am too tired.....................................................

A-C........................................................................................................................

2-
A-B........................................................................................................................

A-C........................................................................................................................

3-

A-B........................................................................................................................

A-C........................................................................................................................

4-

A-B........................................................................................................................

A-C........................................................................................................................

21
UNIT 3: DEADLY VIRUSES AND DISEASES

The Ebola Virus

The Ebola virus causes an acute, serious illness which is often fatal if untreated. Ebola virus disease
(EVD) first appeared in 1976 in two simultaneous outbreaks, one in what is now, Nzara, South Sudan, and
the other in Yambuku, Democratic Republic of Congo. The latter occurred in a village near the Ebola
River, from which the disease takes its name.
The 2014–2016 outbreak in West Africa was the largest and most complex Ebola outbreak since the virus
was first discovered in 1976. There were more cases and deaths in this outbreak than all others combined.
It also spread between countries, starting in Guinea then moving across land borders to Sierra Leone and
Liberia (…)
It is thought that fruit bats of the Pteropodidae family are natural Ebola virus hosts. Ebola is
introduced into the human population through close contact with the blood, secretions, organs or other
bodily fluids of infected animals such as chimpanzees, gorillas, fruit bats, monkeys, forest antelope and
porcupines found ill or dead in the rainforest.
Ebola spreads through human-to-human transmission via direct contact (through broken skin or
mucous membranes) with the blood, secretions, organs or other bodily fluids of infected people, and with
surfaces and materials (e.g. bedding, clothing) contaminated with these fluids.
Health-care workers have frequently been infected while treating patients with suspected or
confirmed EVD. This has occurred through close contact with patients when infection control precautions
are not strictly practiced.
Burial ceremonies that involve direct contact with the body of the deceased can also contribute in
the transmission of Ebola. People remain infectious as long as their blood contains the virus.
The World Health Organization (WHO) aims to prevent Ebola outbreaks by maintaining surveillance for
Ebola virus disease and supporting at-risk countries to developed preparedness plans.

Adapted from www.who.int/mediacenter/factsheets/fs103/en

22
CLASS: Lower Sixth Form Academic Year: 2018 - 2019
UNIT 3: DEADLY VIRUSES AND DISEASES
LESSON 1: READING COMPREHENSION
TITLE: The Ebola Virus
DURATION: 55 minutes

WORKSHEET

ACTIVITY 1: (SKIMMING) Read the text quickly and tick (√) the best ending for this statement:
The text is about:
a) a treatable epidemic in Africa
b) a strange and lethal virus in Africa
c) a deadly and murderous world epidemic

ACTIVITY 2: (VOCABULARY) Read the text again and find out the words corresponding to the
meanings in the table. N°1 is an example.

N° MEANINGS WORDS IN THE TEXT

1 Severe or intense acute
2 Sudden eruption
3 Happened
4 Receiver
5 A membrane which secretes mucus
6 Act of placing in a tomb
7 State of being ready to face a disaster

ACTIVITY 3: (COMPREHENSION): Read the text again then answer briefly the questions below.

1. What is the immediate effect of the Ebola virus?

2. When and where did this disease appear?
3. Why was the 2014-2016 outbreak complex?
4. How was the Ebola virus transmitted to human?
5. Why are health care workers frequently infected ?
6. What is the World Health Organisation doing to prevent Ebola?

ACTIVITY 4: (PRODUCTION): Nowadays other diseases similar to Ebola are decimating

African populations. Describe one of them and give some of its consequences on the
population as well as the measures taken to prevent it.

23